Brochure Related Quotes

This book contains a story and several other things. The other things might be connected with the story, or they might not; they might be connected to stories that haven't appeared yet. It's not easy to tell. It's easy to imagine how they might have turned up, though. The world is full of things like that: old postcards, theater programs, leaflets about bomb-proofing your cellar, greeting cards, photograph albums, holiday brochures, instruction booklets for machine tools, maps, catalogs, railway timetables, menu cards from long-gone cruise liners-all kinds of things that once served a real and useful purpose, but have now become cut adrift from the things and the people they relate to. They might have come from anywhere. They might have come from other worlds. That scribbled-on map, that publisher's catalog-they might have been put down absentmindedly in another universe, and been blown by a chance wind through an open window, to find themselves after many adventures on a market stall in our world.

Footnote 24: 24 I'm pretty sure I know what this syndrome is and how it's related to the brochure's seductive promise of total self-indulgence. What's in play here, I think, is the subtle universal shame that accompanies self-indulgence, the need to explain to just about nobody why the self-indulgence isn't in fact really self-indulgence. Like: I never go get a massage just to get a massage, I go because this old sports-related back injury's killing me and more or less forcing me to get a massage; or like: I never just “want” a cigarette, I always “need” a cigarette.

This book contains a story and several other things. The other things might be connected with the story, or they might not; they might be connected to stories that haven't appeared yet. It's not easy to tell. It's easy to imagine how they might have turned up, though. The world is full of things like that: old postcards, theater programs, leaflets about bomb-proofing your cellar, greeting cards, photograph albums, holiday brochures, instruction booklets for machine tools, maps, catalogs, railway timetables, menu cards from long-gone cruise liners-all kinds of things that once served a real and useful purpose, but have now become cut adrift from the things and the people they relate to. They might have come from anywhere. They might have come from other worlds. That scribbled-on map, that publisher's catalog-they might have been put down absentmindedly in another universe, and been blown by a chance wind through an open window, to find themselves after many adventures on a market stall in our world.

The Destrehan plantation is open now for tours—and weddings or parties, if you’re interested. A group of prominent white families converted the Destrehan plantation into a museum, seeking to preserve their heritage and remember their own past. The tour focuses on the lifestyles, family histories, and architectural accomplishments of the planter class. The tour is rich with descriptions of the planters’ meals, their parties, and their elaborate family dramas. The architecture is a special emphasis of the tour. When it comes to slavery, the tour guides describe a system of “Creole slavery” that was generous and fair to the slaves. Slavery was not as bad under the French as it became under the Americans, the tour guides suggest. “Everyone worked, from family members to slaves, because life on a plantation was not easy,” reads the plantation brochure. “It has been documented that slaves at Destrehan Plantation were treated with fairness and their health needs provided for.” But even the relatives of Jean Noël Destrehan cannot deny the events of January 1811. In a converted slave cabin not featured on the standard tour, the tour guides have constructed a museum to the 1811 uprising. With brief descriptions of the major events, the cabin features folk paintings that imagine what the event would have looked like. Just as in the history books, the story of slave politics is compartmentalized away from the central narrative of American history.

We learned a lot from watching Lotus do it the right way. They spent about half a million dollars developing 1-2-3, which was approximately the same amount of money we spent in developing the DG and PC versions of WordPerfect. They spent about two million dollars on their 1-2-3 roll-out; their ads, brochures, packaging, distribution, and public relations were all very professionally done. We, however, spent only $100,000 on our roll-out and generally looked like amateurs at everything we did. 1-2-3 would become the most popular spreadsheet as soon as it was released. We would need five years to become the most popular word processor.

In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So